On one of my visits, I observed the students get into groups and work on an online simulation together on the computers located on the lab benches at the back of the room. The teacher did not assign the groups so students were with their friends on this assignment. To deal with the frequent off topic conversation and horse-play, the teacher frequently reminds them of the consequences of continuing to behave the way they are. He tells them that they need to do well on the next test, that they need this assignment to boost their grade, and that they only have this class period to work on this so they had better finish it. This style works for him because he is older, experienced, and is very authoritative. The students know that he is tough. Unfortunately, although he holds the most power in the class, there are many troubled students in this lower level biology course.
There is a girl with a 504 that any teacher would find difficult to accommodate as it nearly allows her to do whatever she wants. She does not have any disabilities but is dealing with family and emotional trouble. The other students see that she can get away with just about anything and have a tendency to ride off of her privileges and she becomes a huge distraction. There is another boy in the class who is a class clown. He is socially motivated and has zero interest in doing any work. He is another big distraction as there seems to be no punishment that the teacher can give him that will make him want to do anything.
I'm not sure if the authoritative tactic would work as well for me as it does for I will probably focus more on establishing a little more rapport with my students. This probably wouldn't work alone but I would also assign groups to try and minimize the fooling around. I want most of the students to be able to see that I am really trying to help them and that I want to help them get a good grade. Many of these kids seem to have accepted that they simply don't get good grades. I have seen kids brag to the others that they only bothered to answer 2 questions on the entire test. I know that I won't be able to help every student but I hope that I can find a way to show them that I'm interested in seeing them do well even if no one else is.
There is a girl with a 504 that any teacher would find difficult to accommodate as it nearly allows her to do whatever she wants. She does not have any disabilities but is dealing with family and emotional trouble. The other students see that she can get away with just about anything and have a tendency to ride off of her privileges and she becomes a huge distraction. There is another boy in the class who is a class clown. He is socially motivated and has zero interest in doing any work. He is another big distraction as there seems to be no punishment that the teacher can give him that will make him want to do anything.
I'm not sure if the authoritative tactic would work as well for me as it does for I will probably focus more on establishing a little more rapport with my students. This probably wouldn't work alone but I would also assign groups to try and minimize the fooling around. I want most of the students to be able to see that I am really trying to help them and that I want to help them get a good grade. Many of these kids seem to have accepted that they simply don't get good grades. I have seen kids brag to the others that they only bothered to answer 2 questions on the entire test. I know that I won't be able to help every student but I hope that I can find a way to show them that I'm interested in seeing them do well even if no one else is.